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No offerings have been identified for this subject in 2015

EMA420 Practicum: Studio Pedagogy & Professionalism (8)

Abstract

This is a professional school /community/studio based subject in the student's chosen instrument of specialisation, providing opportunities for the student to demonstrate self-sufficiency and independence as a beginning teacher. Within the subject students will complete the equivalent of forty hours of mentored professional experience, allowing exploration of the professional, ethical and legal responsibilities of teachers. Theoretical and practical aspects of being a beginning and developing teaching professional will underpin all parts of the subject.

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Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EMA420
Where differences exist between the handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Teacher Education

Learning Outcomes

Upon successful completion of this subject, students should:
- have engaged in self-assessment of developing teaching skills and gradual induction into the profession
- have assumed, through demonstration of self-sufficiency and independence, the role of a beginning teaching professional
- have effectively reflected on their own practice in order to plan for and carry out ongoing professional development
- have identified and explored current issues with professional colleagues
- demonstrate an understanding of professional, legal and ethical requirements of teaching professionals
- be able to act upon knowledge of legal responsibilities of teaching professionals
- have met all requirements of an appropriate child protection training package
- be able to articulate an understanding of 'ethical conduct'
- have identified and acted in accordance with codes of conduct and ethics related to the teaching profession
- have developed further their professional learning and associated teaching portfolio.

Syllabus

The subject will cover the following topics:
- Policy and practice with/in the profession (case studies e.g. rural landscapes, advocacy landscapes, changing policy landscapes).
- Identifying, deconstructing and exploring issues in the field: problem-based approaches.
- Challenging policy and practice using social justice frameworks.
- Reflective practice: What can we learn from theorising our experiences?
- Personal and professional qualities of teachers.
- Learning and teaching experiences: planning, implementation and evaluation.
- Induction of a beginning teacher into multiple roles- teaching and leadership.
- Information and Communication Technology as a tool in the field.
- Responding to teaching and learning contexts via education.
- Thinking holistically about children, families and the community.
- Professionalism and professionalising teachers.
- Perceptions of quality in teaching professionals - values discourse.
- Interrupting normative discourses of contemporary educational theory and practice - intervention and advocacy;
- Ethical inquiry, ethical conduct and the Ethical Response Cycle (Pollnitz & Newman, 2000).
- Responsibilities and rights of teachers, children, families and
communities (with particular attention to rural and indigenous communities).
- Child protection training for beginning teachers.
- Creating and maintaining professional learning and teaching portfolios.

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The information contained in the 2015 CSU Handbook was accurate at the date of publication: 01 October 2015. The University reserves the right to vary the information at any time without notice.